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- W1036994852 abstract "The aim of this study was to determine the relationships betweenmetacognitive awareness, learning styles, and reading comprehension. The studywas conducted in the District of Hulu Langat with a total of 284 students whowere randomly sampled from two boarding and two day schools.The Metacognitive Awareness Inventory (MAl) was used to assess themetacognitive awareness level of the students. The Barsch Learning-styleInventory (BLSI) categorized the students into auditory, tactile, and visuallearners. To assess the students' reading comprehension ability, they sat for thereading comprehension test. Frequency distribution, independent t-test, and Pearson correlation test wereused to analyze the data. The students' metacognitive awareness scores indicatedthat the females had a higher metacognitive awareness (x = 129.72) than themales (x = 129.62). Furthermore, statistically students from the day schools had abetter metacognitive awareness level (x = 132.16) than those in the boardingschools (x = 125.86).Analysis showed that the males were more auditory (x = 18.36) and visual(x = 20.66) than the females. However, the females were more tactile (x = 17.70).Moreover, the day school students were more auditory (x = 18.38) and tactile (x =17.51) than the boarding school students. Nevertheless, the boarding schoolstudents were more visual (x = 20.78)." @default.
- W1036994852 created "2016-06-24" @default.
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- W1036994852 date "2001-08-01" @default.
- W1036994852 modified "2023-09-24" @default.
- W1036994852 title "Relationships Between :Metacognitive Awareness, Learning Styles, and Reading Comprehension in English Language Learning" @default.
- W1036994852 hasPublicationYear "2001" @default.
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